The curriculum is a cornerstone of education systems, and teachers remain one of the pivotal change agents in curriculum delivery. There is a lack of review of teachers' roles in China's curriculum reforms, despite the voluminous research on teachers' involvement in the educational change. This paper synthesizes the literature about early childhood teachers' situation in China's curriculum reforms and elucidates general implications for future attempts to improve teachers' status. It sheds light on the merits and limitations of China's top-down approach to early childhood teacher management.